Abstract
Purpose. This quantitative causal-comparative study aimed to assess the degree of increase in maladaptive student behaviors from pre-COVID to post-COVID instructional settings and ascertain whether alterations in maladaptive behavior forecasted teacher self-efficacy and burnout among K–3 general education teachers in a suburban school district in Southern California.
Methodology. A quantitative ex post facto research approach utilizing a paired samples framework was implemented. Participants provided historical accounts of student conduct before the COVID-19 pandemic and the present classroom environment. Data were gathered via researcher-developed assessments of maladaptive student behavior, the Teacher Sense of Efficacy Scale (TSES), and the Maslach Burnout Inventory–Educators Survey (MBI-ES). Paired samples t tests were performed to evaluate alterations in maladaptive behavior over time, while multiple linear regression analyses were employed to investigate the degree to which increases in maladaptive behavior forecasted teacher self-efficacy and burnout outcomes, controlling for gender, ethnicity, and grade level.
Findings. Results demonstrated a statistically significant rise in maladaptive student behaviors after the COVID-19 pandemic. Elevations in maladaptive behavior significantly forecasted reductions in teacher self-efficacy, especially in the areas of classroom management and student engagement, but instructional efficacy remained constant. Escalations in maladaptive conduct were strong predictors of all facets of teacher burnout, including emotional weariness, depersonalization, and diminished personal accomplishment.
Conclusions. Post-COVID surges in maladaptive student conduct have significantly and adversely affected the professional functioning of early elementary instructors. Behavioral escalation significantly predicted diminished teacher self-efficacy and increased burnout, with effects that were specific to domains rather than universal. These findings correspond with current work highlighting educators’ post-pandemic stress and underscore the necessity of addressing student conduct as a pivotal element affecting teacher well-being and retention.
Recommendations. Subsequent studies should incorporate larger and more heterogeneous samples to improve generalizability. Longitudinal and mixed-methods approaches may more effectively document the dynamic characteristics of post-pandemic classroom behavior and its effects on educators. Further research should investigate the efficacy of trauma-informed behavioral supports, specialized professional development, and organizational interventions designed to enhance classroom management and mitigate teacher burnout. Integrating qualitative insights from educators and school administrators would enhance the contextual understanding of the quantitative results.